Self processes and pupil careers: an interactionist approach to structural reproduction

我们的项目要求儿童成为成功或不太成功的学习者的过程。它侧重于所有参与者（父母，儿童和教师）之间的互动及其与儿童自我过程的相关性。我们的研究感兴趣的是这些相互作用促进或损害教育成功方面的社会不平等。因此，互动分析的双重利益：他们的社会结构嵌入性和教育事业的相关性。该项目将符号互动社会学的理论方法与学习和教学研究的概念和实证结果相结合。在方法上，本研究更新了现有的纵向研究，采用混合方法设计（学校班级问卷和家庭肖像）。纵向研究从二年级学生开始，这意味着现在可以研究学生向不同中学的过渡。该项目创新性地应用了互动主义模型来分析结构再生产过程，并将社会学理论与学习和教学研究理论相结合。此外，它还承诺将有价值的知识转移到各种实际的教育领域。

Our project asks for the processes in which children become successful or less successful learners. It focusses on interactions between all participants (parents, children, and teachers) and their relevance for childrens selfprocesses. Our research is interested in these interactions fostering or impairing educational success with regard to social inequality. Interactions are therefore analyzed in the twofold interest: for their social structural embeddedness and their relevance for educational careers. The project combines the theoretical approach of symbolic interactionist sociology with concepts and empirical results of research on learning and instruction. Methodologically, the study updates an existing longitudinal study with mixed methods design (questionnaires in school classes and family portraits). The longitudinal study started with second graders, this means that the transition of pupils to different secondary schools can now be studied. The project is innovative in its application of an interactionist model in the analysis of structural reproduction processes and in the combination of sociological theories and theories of research on learning and instruction. Further, it promises the transfer of valuable knowledge to various practical fields of education.